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Tracking 13 students completing a remixing assignment, this study explores how genre mediates reflection through uptake—students’ selection processes for choosing a genre and producing the resulting genre. Comparing uptake choices with students’ reflective content shows reflection is shaped by genre. The argument supports multimodal, multi-genre reflective writing throughout composing, rather than only retrospective reflection on finished products.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/composition-forum-37-fall-2017-genre-reflection-and-multimodality-capturing-uptake-in-the-making/598979/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/composition-forum-37-fall-2017-genre-reflection-and-multimodality-capturing-uptake-in-the-making/598979.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about reflective texts in composition classrooms?","Question",{"text":112,"@type":113},"It examines how reflective texts support metacognition by cueing, analyzing, and assessing transfer, and how students’ reflective practice is mediated through genre during a remixing assignment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the concept of uptake guide the analysis?",{"text":117,"@type":113},"Uptake focuses on students’ selection process for choosing a genre and the eventual production of that genre, which is then traced alongside what students write about in their reflective texts.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article argue for multi-genre reflective writing during the composition process?",{"text":121,"@type":113},"It argues reflective practice should occur through a variety of genres throughout composing, helping students map uptake selection processes as they move across multimodal genres, rather than limiting reflection to the finished product.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598979,1792192291,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Current Issue  From the Editors  Weblog  Editorial Board  Editorial Policy  Submissions Archives  Accessibility  Search  \nComposition Forum 37, Fall 2017  \nGenre, Reflection, and Multimodality: Capturing Uptake in the Making  \nJaclyn M. Fiscus  \nAbstract: Scholarship on metacognition in the composition classroom shows how asking students to create reflective texts can help cue, analyze, and assess transfer. By following the composition processes of 13 students doing a remixing assignment, this project examines how genre mediates reflection. I use Rhetorical Genre Studies’ conception of uptake—focusing on the selection process of choosing a genre and the eventual genre production—to examine students’ reflective practice within this assignment. Tracing the students’ uptake selection processes and comparing them to what students reflect about in their reflective texts reveals how reflection is mediated through genre. I argue that reflective practice should take place through a variety of genres throughout the composition process, rather than just retrospectively on the finished product. Asking students to do multi-genred reflective writing throughout the composition process could allow students to map their uptake selection processes more effectively when moving across multimodal genres.  \nIntroduction  \nWithin Composition Studies, there is a growing interest in how to best help students transfer knowledge across media and temporal boundaries, and metacognition has been recognized as a crucial practice in aiding students’transfer (Beach; Beaufort, Writing in the World, College Writing and Beyond) . Given the way metacognition can be practiced through reflection (Yancey et al), many scholars promote assigning reflective texts. In Reflection in the Writing Classroom, Kathy Yancey delineates three domains of reflection: reflection-in-action, or the “means of writing with text-in process”; constructive reflection, or the “generalizing and identity-formation processes that accumulate over time, with specific reference to writing and learning”; and perhaps the most common, reflection-in-presentation, or “formal reflective text written for an ‘other’ often in a rhetorical situation invoking assessment”(13) . More recently, multimodal composition scholars argue for incorporating reflective texts alongside multimodal project production, in part for students to practice metacognition but also in response to the difficulty in assessing multimodal texts (Lutkewitte; McKee and DeVoss; Shipka,“Negotiating Difference”; Sorapure) . Jody Shipka, in particular, advocates for these kinds of reflective texts, introducing an activity based framework in which students create visual depictions of their composition process (“Digital Mirrors”) and a mediated framework in which students write a Statement of Goals and Choices ( Toward a Composition Made Whole) . Reflective texts produced alongside multimodal projects might be considered reflection-in-action because they have the potential to capture reflection on students’ rhetorical choices as they are drafting the multimodal project, but also might be considered reflection-in-presentation because students might curate a narrative of their rhetorical choices for the teacher as a means of guiding assessment.  \nUsing reflective texts to aid assessment of multimodal projects has become popular because of the difficulty of assessing multimodal texts. Yancey’s 2004 CCCC keynote, “Made Not Only in Words: Composition in a New Key,”which was later reprinted in CCC in the December 2004 issue, called for the field to take up multimodal composition in their teaching and consider how it might be assessed in their scholarship. As Yancey explained in another article, assessment practices traditionally used with writing-only texts could not be transferred unilaterally in multimodal contexts (Yancey, “Looking for Sources”), so assessment of multimodal student work has continued to be a topic of concern amongst teachers a","cbCaioSVhOPykEwN","https://ap.wps.com/l/cbCaioSVhOPykEwN","pdf",844134,21,"English","# Introduction\n## Reflection as a metacognitive practice in composition\n## Reflective texts and assessment of multimodal work\n## Gaps in assessment scholarship for multimodal and new media\n## Statement of Goals and Choices (SOGC) and companion reflective genres","[{\"question\":\"What does the study examine about reflective texts in composition classrooms?\",\"answer\":\"It examines how reflective texts support metacognition by cueing, analyzing, and assessing transfer, and how students’ reflective practice is mediated through genre during a remixing assignment.\"},{\"question\":\"How does the concept of uptake guide the analysis?\",\"answer\":\"Uptake focuses on students’ selection process for choosing a genre and the eventual production of that genre, which is then traced alongside what students write about in their reflective texts.\"},{\"question\":\"Why does the article argue for multi-genre reflective writing during the composition process?\",\"answer\":\"It argues reflective practice should occur through a variety of genres throughout composing, helping students map uptake selection processes as they move across multimodal genres, rather than limiting reflection to the finished product.\"}]","Composition Forum 37 - Fall 2017 - Genre, Reflection, and Multimodality: Capturing Uptake in the Making | PDF",1792087949,53]